1. Peer Computing Expert Training Lesson 1 Overview of SPARC and Goals

2. Self-PAced Learning increases Retention and Capacity
George Mason University wants to replace the “traditional” course model for CS-1 and CS-2 with an innovative “black-belt” teaching model that features:
Self-paced learning
Peer instruction and learning
Separate collaborative practice and individualized assessments
Flipped classroom
Multiple attempts at assessments
SPARC PCE Training

3. Enrollment Surge
Retention of students, especially underrepresented groups
Retaining educational quality
Staffing additional sections
Our definition of “traditional courses”
Use the same assignments for practice and assessment
Most collaboration is cheating
Catching cheaters a major priority
All students must complete assignments at the same time
Class meetings are almost entirely lectures, paper exams
● First year students are diverse
Gender, ancestry, pre-knowledge, learning styles & speed
Diversity greatly decreases by the fourth year
SPARC PCE Training

4. Our Strategy—Black-belt Model
Self-paced demonstration of skills and knowledge
Students earn “stripes” and “belts” (invisibly)
Innovative methods
Self-paced learning
Collaborative practice problems (peer learning)
Multiple attempts are allowed
Automatically tracking student progress on practice and graded work
Automated intervention alert system
Instructors, TAs, and UTAs work with students individually
Mini-lectures (10-15 min) are given to small groups of students
Online content delivery
Automated grading of assessments
We avoid policies that would seem competitive
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5. Benefits We Have Observed
Lots of collaboration among students
Lots of positive feedback on end-of-semester surveys
Intervention has helped bring several students back “on track”
UTAs have been more helpful than expected
Students love the classroom “mini-lectures”
More students passing CS 112
Zero cheating
Instructor likes the class more
SPARC PCE Training

6. Ongoing Challenges Keeping first-year students focused
Enabling or developing resilience
Convincing them that multiple attempts is not failure
Feedback that is positive, not critical
Encouraging more collaboration
“Get to know your neighbors” icebreakers
In-class exercises
Mini-tutorials by students
Intervention strategies could be better
Physical infrastructure
Getting enough lab time and the right classrooms
Fixing the software
Students being rude to UTAs
SPARC PCE Training